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Détail de l'auteur
Auteur Nancy MCINTYRE |
Documents disponibles écrits par cet auteur (8)
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Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur Article en page(s) : p.2555-2560 Langues : Anglais (eng) Mots-clés : Joint attention Information processing Social cognition Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560[article] Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur . - p.2555-2560.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560
Mots-clés : Joint attention Information processing Social cognition Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both / Cynthia BOO in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur Article en page(s) : p.2970-2983 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology Autism Spectrum Disorder/psychology Child Comorbidity Humans Language Virtual Reality Attention deficit/hyperactivity disorder Autism spectrum disorder Conversational context Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983[article] Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both [Texte imprimé et/ou numérique] / Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur . - p.2970-2983.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983
Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology Autism Spectrum Disorder/psychology Child Comorbidity Humans Language Virtual Reality Attention deficit/hyperactivity disorder Autism spectrum disorder Conversational context Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development / Jennifer C. BULLEN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.4463-4476 Langues : Anglais (eng) Mots-clés : Adhd Academic achievement Autism spectrum disorder Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476[article] A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur . - p.4463-4476.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476
Mots-clés : Adhd Academic achievement Autism spectrum disorder Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Joint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
[article]
Titre : Joint-Attention and the Social Phenotype of School-Aged Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur Article en page(s) : p.1423-1435 Langues : Anglais (eng) Mots-clés : Joint attention Childhood ASD Social assessment Social phenotype Diagnostic screening Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435[article] Joint-Attention and the Social Phenotype of School-Aged Children with ASD [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur . - p.1423-1435.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435
Mots-clés : Joint attention Childhood ASD Social assessment Social phenotype Diagnostic screening Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)
[article]
Titre : Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.2026-2040[article] Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices [Texte imprimé et/ou numérique] / Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur . - p.2026-2040.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.2026-2040
Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)
PermalinkSocial Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)
PermalinkA Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
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